The Unit Plan Overview Title of the unit- “The Dirty Thirties” Authors-Carrie Herrboldt and Sarah Opbroek Rationale for the Unit / Statement of Philosophy-This unit is important in teaching students necessary information concerning the 1930’s and the views, issues, and concerns during this time period, while focusing these themes through Steinbeck’s Of Mice and Men. Goals and Objectives of the Unit (collected here from all five lessons - eliminate redundancy through a numbering system) Goals: · G.1.1 To recognize the 1930’s in context · G.1.2 To value facets of the 1930’s · G.1.3 To evaluate the importance of the 1930’s on literature then and now · G.2.1 To analyze and comprehend diction of the 1930’s · G.2.2 To be aware of different regions of dialect · G.2.3 To evaluate why Steinbeck wrote in the syntax · G.2.4 To analyze how journalists differed in their writing from Steinbeck · G.3.1 To relate similar modern day writing to previous texts · G.3.2 To make a connection between Steinbeck and other literature of the time · G.4.1 To internalize the issues presented in the novel · G.4.2 To communicate the basic literary elements of the novel · G.4.3 To respond to Steinbeck and his reasoning behind the novel · G.4.4 To relate the events of the story to everyday life · G.4.5 To describe the characters accurately from the novel · G.4.6 To value and appreciate the different characters while building group interaction through discussion topics · G.5.1 To apply the novel to literature today · G.5.2 To synthesize how Steinbeck influenced the literature of the 1930’s · G.5.3 To identify how the novel has influenced other literature during the 1930’s Objectives (include a numbering system) · O.1.1 Students will describe what it was like to live in the 1930’s. · O.2.1 Students will validate the different dialect of the 1930’s. · O.2.2 Students will comprehend a basic history of Steinbeck’s writings. · O.3.1 Students will relate modern day stories, poems, and lyrics to the novel. · O.3.2 Students will connect Steinbeck’s writing to modern day writing. · O.4.1 Students will learn different literary elements of the novel. · O.4.2 Students will analyze different characters of the novel. · O.4.3 Students will compare different issues surrounding the novel and the correlating the 1930’s. · O.5.1 Students will identify how the novel has affected future literature. · O.5.2. Students will discover the affects of the novel on the literature of the 1930’s. Standards Addressed Professional Organization Standards (use existing numbering system otherwise create a numbering system if needed) SD K-12 Content Standards (use its current numbering system) · 11. R.2.1 Students can analyze how diction affects the interpretation of text. · 11. R.2.2 Students can read fluently to comprehend grade-level text. · 11. R.3.1 Students can analyze and explain literary devices within text. · 11. R.4.1 Students can analyze a text within cultural, geographical, and historical context. NCTE Content Standards · Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. · Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Overview of the Instructional Progression of the Unit (these are your lesson summaries - copy and paste your paragraphs - then make them flow) Plan for Diagnostic, Formative, and Summative Assessment (matches the assessments with the goals and objectives)
Assessment
Type (D,F,S)
Goal/Objective (use numbering system)
Lesson #
Reader’s Theater
F
G.4.6
4
1930’s Newspaper
S
G.2.4/ O.2.1
2
Final Test
S
All
All
Historical Overview
D
G.1.1, G.1.2, G.1.3/ O.1.1
1
Analysis of Character
S
G.4.5/ O.4.2
4
Literature Circle
F
All
3
Journal Writing
D, F, S
G.5.1/ O.5.1
5
Summary of Technology to be Used in the Unit (minimum one lesson requirement) Explanation of How the Unit Fits into a Larger Course of Study (a paragraph) Lessons Lesson 1: NAME OF COURSE / CLASS: English/ Junior (11th) UNIT TITLE: The Dirty Thirties : History of the 1930’s ANTICIPATED INSTRUCTIONAL TIME: 2, 40 minute periods (Lesson 1 of 5). ENDURING UNDERSTANDING: The students should take away knowledge about this specific time period, and be able to relate this period to other time periods, both past, future, and present. RATIONALE: This information makes it easier for the students to relate to the characters and issues in Of Mice and Men. GOALS OF THE LESSON: · G.1.1 To recognize the 1930’s in context · G.1.2 To value facets of the 1930’s · G.1.3 To evaluate the importance of the 1930’s on literature then and now LITERARY OBJECTIVES OF THE LESSON: · O.1.1 Students will describe what it was like to live in the 1930’s. MULTIPLE REPRESENTATIONS (TOOLS): · A PowerPoint will be used to help the students view pictures of items from the 1930’s. The PowerPoint will also lay out notes surrounding issues of the 1930’s for the students to refer back to while they read Of Mice and Men. · Here is the PowerPoint: o You can view the PowerPoint attached to the back. RESEARCH & BEST PRACTICES: 1. Richards, Janet C. (2006) “Question, Connect, Transform (QCT): A Strategy to Help Middle School Students Engage Critically with Historical Fiction”. Reading & Writing Quarterly. (ERIC Document) · This article focuses on ways that students can better understand the issues they read in literature. It states that students should recognize and make connections between their lives and the lives of the characters they read. Students also are pushed to explore the text and discover what the author’s feelings and reflect on how it impacts society. 2. Daniels, David N. (1971) “Curriculum on Conflict: Some Suggestions”. · This article allows ideas of how to go about talking and discovering issues. It focuses on identifying the issues as an entire class, in smaller groups, and individually. This method allows the students to work together to come up with ideas on the issues, actively participate in the class, and motivate them to care about what they read. SD K-12 CONTENT STANDARDS: · 11. R.4.1 Students can analyze a text within cultural, geographical, and historical context. · 11. R.5.1 Students can analyze factors that influence the credibility of informational sources. NCTE EXPECTATIONS: · Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. SESSION-RELATED QUESTIONS: 1. Compared to what we do for fun, what did people in the 1930’s participate in for activities? 2. What was a typical day for a high school student like in the 1930’s? 3. How did the dust bowl get started in the Midwest? What was the cause of this? IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES: · The students should journal every day. The journal entries should include what they learned, what they have questions about, what they enjoyed from the lessons, and personal relatable experiences. INSTRUCTOR MATERIALS: · PowerPoint · Instructional Notes · SmartBoard/computer/overhead projection for the PowerPoint to be displayed PARTICIPANT MATERIALS: · Journal · Notebook · Pencil/pen · Of Mice and Men, the novel TEACHING NOTES / LESSON SCRIPT / PROCEDURES: · The students will be taught different information about the 1930’s. The students will comprehend information about the fashion, music, literature, and issues correlating with this time period. They will also receive background information about Steinbeck, and the novel Of Mice and Men. · Students will be given a brief introduction to the 1930’s…10 minutes. o This will be information about why the 1930’s were called the “Dirty Thirties”. · Students will receive information about the fashion, music, and literature during the 1930’s…30 minutes. (END OF FIRST PERIOD). · SECOND PERIOD: · Students will evaluate Steinbeck and his works…20 minutes. · Students will discuss and compare Steinbeck’s works to other authors of the time period…20 minutes. · SEE APPENDIX A FOR LESSON SCRIPT ASSESSMENT / HOMEWORK: · For this lesson, the best assessment would be to evaluate the students’ journal entries. · The students will be given a participation grade for the two journal entries that cover the two periods. REFLECTION / REVISION: · This lesson plan will be an ongoing process for the teacher to reflect upon. The teacher should reflect upon the students’ applications of this knowledge throughout the remaining lessons. REFERENCES: · Kyvig, David E. (2002) “Daily Life in the United States, 1920-1940: How Americans Lived Through the Roaring Twenties and the Great Depression”. Ivan R. Dee. · Benson, Jackson J. (1984) “John Steinbeck, Writer: A Biography”. Penguin Books, LTD. APPENDICES: : Lesson Script (long version) Period 1 · Begin with a brief introduction of the 1930’s. Make sure to include the topic of the “Dirty Thirties”. · Continue the discussion by presenting information about the fashion, music, literature, and issues of the 1930’s. o Discuss both rural and city clothing o Discuss jazz, folk, and big band music. o Discuss different authors of the 1930’s. o Discuss the dust bowl, FDR’s assassination attempt, and a brief overview of WWII. · It is important to reference the PowerPoint during this presentation, as the pictures and bullet points will be referred back to throughout the unit. Period 2 · Introduce the different authors that will be discussed during this period. Make sure to include the background history and works of each author. · Then, introduce John Steinbeck, and provide information about his background history, and his works. · Have the students break into small groups and discuss the similarities and differences between the authors and Steinbeck. · The students should then discuss their theses with the class. Appendix B: Instructor Materials · The instructor should have on hand different works of different authors during the 1930’s. This can be used at your discretion, as to how you want to compare or contrast certain authors to Steinbeck. For example, works by William Faulkner. Appendix C: Participant Materials · Students will need a notebook, college ruled with at least 100 pages. · Students will need a separate notebook for their journal entries, college ruled with at least 100 pages. Appendix D: Assignment/Homework · Students will continue to be evaluated from this lesson by their application of the knowledge during the unit. · Students will be assigned to complete a journal entry (2 pages long) every day of the unit. Lesson 2 English/ Junior (11th) UNIT TITLE: The Dirty Thirties LESSON TITLE: Language and Dialect of the 1930’s using newspaper article (Lesson 2 of 5). ANTICIPATED INSTRUCTIONAL TIME: 1, 40 minute period and 1 20 minute period ENDURING UNDERSTANDING: The students will comprehend and analyze new language and dialects, and will be able to apply these findings to future communications with others. Furthermore, the students can analyze a newspaper article from a long time ago, and apply the concepts to today’s newspapers. RATIONALE: It is important that the students absorb this information so that they can properly digest Steinbeck’s writing style, for when they read Of Mice and Men. In addition, the students will be able to assess the differences between a journalist and an author during this time period, allowing for easier assessment of, Of Mice and Men. GOALS OF THE LESSON: · G.2.1 To analyze and comprehend diction of the 1930’s · G.2.2 To be aware of different regions of dialect · G.2.3 To evaluate why Steinbeck wrote in the syntax · G.2.4 To analyze how journalists differed in their writing from Steinbeck LITERARY OBJECTIVES OF THE LESSON: · O.2.1 Students will validate the different dialect of the 1930’s. · O.2.2 Students will comprehend a basic history of Steinbeck’s writings. MULTIPLE REPRESENTATIONS (TOOLS): · Newspaper articles from the 1930’s. RESEARCH & BEST PRACTICES: 1. Karson, Jill. (1998) “Readings on Of Mice and Men (John Steinbeck) · This is a collection of essays that is used to help students comprehend the things that they read. It also has notes on the author and his biases. Using these articles will allow the students and teacher to better understand the background of the book and the dialect that goes with it. 2. Evertts, Eldonna L. (1967) “Dimensions of Dialect”. · This article focuses on the problems with dialect and how to overcome these issues. It will help the teacher better explain the use of dialect and the problems that can arise within the novel itself. This article will also be used by the students as a resource. SD K-12 CONTENT STANDARDS: · 11. R.2.1 Students can analyze how diction affects the interpretation of text. · 11. R.4.1 Students can analyze a text within cultural, geographical, and historical context.
NCTE EXPECTATIONS: · Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. · Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. · Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. SESSION-RELATED QUESTIONS: 1. Why has dialect changed so dramatically from the 1930’s to today? 2. Why do journalists and authors have such different writing styles? 3. Why are newspapers laid out so differently today, then they were in the 1930’s? IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES: · The students should journal every day. The journal entries should include what they learned, what they have questions about, what they enjoyed from the lessons, and personal relatable experiences. INSTRUCTOR MATERIALS: · Teacher should provide a resource to view newspapers from the 1930’s · Instructional notes PARTICIPANT MATERIALS: · Students must bring the novel, Of Mice and Men to every class. · Paper for notes · Journal TEACHING NOTES / LESSON SCRIPT / PROCEDURES: The students will view and analyze numerous different newspapers and articles. In doing so, the students will have a better understanding of why Steinbeck wrote in the syntax that he did. Furthermore, the students will be able to interpret differences between writings of a journalist and writings of an author. This lesson will help the students to understand the novel easier, when it comes to their literature circles. FIRST PERIOD: · An introduction of dialect should be provided to the students…10 minutes. · The students will analyze different papers…20 minutes. · The students will read selected passages from Of Mice and Men…10 minutes. SECOND PERIOD: · The students will analyze the differences between Steinbeck’s writing and journalistic writing. The students will also discuss diction from the 1930’s and today, and will evaluate the syntax of the two types of print…20 minutes SEE APPENDIX A ASSESSMENT / HOMEWORK: · The students will be assessed by how well they discovered distinctions between dialect of today and the 1930’s. · The students will also be assessed by how well they can interpret Steinbeck’s diction. · The students will continue their journal entries. REFLECTION / REVISION: · This lesson plan will be an ongoing process for the teacher to reflect upon. The teacher should reflect upon the students’ applications of this knowledge throughout the remaining lessons. REFERENCES: · Herman, Lewis. (1997) “American Dialects: A Manual for Actors, Directors, and Writers”. Routledge Publishing. · Ruby Lane. (2009). 1930’s newspaper articles/photographer Herman Hesse.
Retrieved March 30, 2009, from Kit Barry Ephermera & Supplies.
Web site: http://www.rubylane.com/shops/kitbarry/item/0949 APPENDICES: Appendix A: Lesson Script (long version) Period One: · Begin the lesson by introducing dialect to the students. A definition of dialect and syntax should be provided for the students. · Provide the students with different newspapers and newspaper articles from the 1930’s. · Then have the students read selected passages from Of Mice and Men. o These passages should be pre-selected by the instructor; around 10 different passages. Period Two: · The students will analyze the differences between Steinbeck’s writing and journalistic writing. The students will also discuss diction from the 1930’s and today, and will evaluate the syntax of the two types of print. Appendix B: Instructor Materials · The instructor should have information on hand about different types of dialect during the 1930’s. · The instructor should have available different newspaper articles of the 1930’s. Appendix C: Participant Materials · The novel Of Mice and Men · Students will need a notebook, college ruled with at least 100 pages. · Students will need a separate notebook for their journal entries, college ruled with at least 100 pages. Appendix D: Assignment/Homework · Students will continue to be evaluated from this lesson by their application of the knowledge during the unit. · Students will be assigned to complete a journal entry (2 pages long) every day of the unit. Lesson 3 NAME OF COURSE / CLASS: English/ Junior (11th) UNIT TITLE: The Dirty Thirties : Pairing modern day works with works from the ‘30’s (Lesson 3 of 5). ANTICIPATED INSTRUCTIONAL TIME: 2, 40 minute periods RATIONALE: The importance of this lesson is to compare and contrast the differences between writing of today and how people wrote in the 1930’s. The short stories, poems, and other writings chosen will achieve the objectives by allowing the students to see the differences between the two. GOALS OF THE LESSON: · G.3.1 To relate similar modern day writing to previous texts · G.3.2 To make a connection between Steinbeck and other literature of the time · LITERARY OBJECTIVES OF THE LESSON: · O.3.1 Students will relate modern day stories, poems, and lyrics to the novel. · O.3.2 Students will connect Steinbeck’s writing to modern day writing. SD K-12 CONTENT STANDARDS: · 11. R.2.2 Students can read fluently to comprehend grade-level text. NCTE EXPECTATIONS: · Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. · Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. · Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. · Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). INSTRUCTOR/ PARTICIPANT MATERIALS: · Poem comparison (1930’s v. modern): 1 per group of 3 students · Essay comparison(1930’s v. modern): 1 per group · Short Story comparison(1930’s v. modern): 1 per group · We will also use a transparency/word document of each of these for the overhead/SMART board to show how they differ. · The students will use these materials in class and will not need anything individual PROCEDURE: 1) Students will break into groups of 2-3 and read through the selected poems, short stories, and essays 2) Using a chart, students will then write down the differences and similarities between these two works. ASSESSMENT / HOMEWORK: The assessment for this particular lesson will be group homework. The students will highlight and comment on the differences between the two works; individually the students will write in their journals about how these seemed different to them personally and what they thought about the differences and similarities. The students will continue their journal entries, as well. Lesson 4
NAME OF COURSE / CLASS: English/ Junior (11th) UNIT TITLE: The Dirty Thirties LESSON TITLE: Read and comprehend Of Mice and Men (Lesson 4 of 5). ANTICIPATED INSTRUCTIONAL TIME: 6, 50 minute class periods RATIONALE: The importance of the novel itself is to allow the students to read to their grade level standards and comprehend what they read. The methods used will allow the students to comprehend and embrace the issues of the novel. The instruction will also help to show students the reasoning behind the writing and its overall purpose. GOALS OF THE LESSON: · G.4.1 To internalize the issues presented in the novel · G.4.2 To communicate the basic literary elements of the novel · G.4.3 To respond to Steinbeck and his reasoning behind the novel · G.4.4 To relate the events of the story to everyday life · G.4.5 To describe the characters accurately from the novel · G.4.6 To value and appreciate the different characters while building group interaction through discussion topics LITERARY OBJECTIVES OF THE LESSON: · O.4.1 Students will learn different literary elements of the novel. · O.4.2 Students will analyze different characters of the novel. · O.4.3 Students will compare different issues surrounding the novel and the correlating the 1930’s. SD K-12 CONTENT STANDARDS: · 11. R.1.1 Students can apply cause and effect clues to extend vocabulary. · 11. R.2.2 Students can read fluently to comprehend grade-level text. · 11. R.3.1 Students can analyze and explain literary devices within text. · 11. R.5.1 Students can analyze factors that influence the credibility of informational sources. NCTE EXPECTATIONS: · Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). · Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. · Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. INSTRUCTOR MATERIALS: · Of Mice and Men · Notes on characters, plot, literary elements · Questions about what issues the students thought came up in the book itself PARTICIPANT MATERIALS: · Of Mice and Men · Journal for the unit PROCEDURE: Period 1 · Students will read chapters assigned in a literature circle. The students will be assigned their first duties, groups of four. The jobs will be: reporter, artist, questionnaire, relater to other authors compared to Steinbeck. · The students will come to class with questions/comments about the reading. · In class, we will review the literary elements found in the book so far and talk extensively about how they help/hurt the novel itself. Period 2 · Students will read chapters assigned in a literature circle. The students will rotate jobs · Start off class period by writing in their journals about elements they see and thoughts they have on the novel thus far. · As a class, we will discuss the reasoning’s Steinbeck had in writing the novel, important issues that are discussed in the novel. · The students will then break into respective groups and begin working on reader’s theatre planning. Period 3 · Students will continue to read chapters assigned in a literature circle. · We will discuss parts of the novel that are confusing for the students to understand and work through that struggle. · As a class, we will discuss the characters in this novel and the issues they have. · The students will break into groups and come up with a list of ways that they relate to certain characters. Period 4 · We will wrap up any questions and concerns about the novel. · There will be a final test covering the content of the novel and information about the 1930’s. Period 5 · The groups will present their reader’s theatre to the class. · We will begin to watch the movie Of Mice and Men. Period 6 · We will finish watching the movie. ASSESSMENT / HOMEWORK: · Readers Theatre · Reading Comprehension Quizzes · Characters Analysis (Who would I be? Why?) · Journal entries Lesson 5
NAME OF COURSE / CLASS: English/ Junior (11th) UNIT TITLE: The Dirty Thirties LESSON TITLE: Discover the effects of the book on the country, political views, and people as a whole (future) (Lesson 5 of 5). ANTICIPATED INSTRUCTIONAL TIME: 1, 50 minute period and 1, 25 minute period RATIONALE:Discovering the effects that this book has had on society allows students to apply this book to their everyday lives. It also helps the students identify with the book and the characters on a more personal basis. This method of instruction will also help to answer the question “Why do we have to read this?” GOALS OF THE LESSON: · G.5.1 To apply the novel to literature today · G.5.2 To synthesize how Steinbeck influenced the literature of the 1930’s · G.5.3 To identify how the novel has influenced other literature during the 1930’s LITERARY OBJECTIVES OF THE LESSON: · O.5.1 Students will identify how the novel has affected future literature. · O.5.2. Students will discover the affects of the novel on the literature of the 1930’s. SD K-12 CONTENT STANDARDS: · 11. R.1.1 Students can apply cause and effect clues to extend vocabulary. · 11. R.5.1 Students can analyze factors that influence the credibility of informational sources. NCTE EXPECTATIONS: · Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. · Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). INSTRUCTOR MATERIALS: · Internet materials · Questions for students to answer in order to see how this could have effected them · Of Mice and Men PARTICIPANT MATERIALS: · Internet/ Articles · Journals · Of Mice and Men PROCEDURE: 1. Discuss and wrap up the novel; keying in on important parts. 2. Have the students get into their respective groups and discuss how the novel affected them personally and as a group. 3. In groups, have students search the web, articles, and books about Steinbeck and his effect on literature. 4. Have students outline the important information that was found and discussed. 5. Assign the 2 page paper. ASSESSMENT / HOMEWORK: The students will write a 2 page paper describing how Steinbeck effected literature overall. In this paper they will write about research that proves these effects, how the novel effected them individually, and in literature overall. Students will also describe why Steinbeck was such an important part of literature during his time and now.
Title of the unit- “The Dirty Thirties”
Authors-Carrie Herrboldt and Sarah Opbroek
Rationale for the Unit / Statement of Philosophy-This unit is important in teaching students necessary information concerning the 1930’s and the views, issues, and concerns during this time period, while focusing these themes through Steinbeck’s Of Mice and Men.
Goals and Objectives of the Unit (collected here from all five lessons - eliminate redundancy through a numbering system)
Goals:
· G.1.1 To recognize the 1930’s in context
· G.1.2 To value facets of the 1930’s
· G.1.3 To evaluate the importance of the 1930’s on literature then and now
· G.2.1 To analyze and comprehend diction of the 1930’s
· G.2.2 To be aware of different regions of dialect
· G.2.3 To evaluate why Steinbeck wrote in the syntax
· G.2.4 To analyze how journalists differed in their writing from Steinbeck
· G.3.1 To relate similar modern day writing to previous texts
· G.3.2 To make a connection between Steinbeck and other literature of the time
· G.4.1 To internalize the issues presented in the novel
· G.4.2 To communicate the basic literary elements of the novel
· G.4.3 To respond to Steinbeck and his reasoning behind the novel
· G.4.4 To relate the events of the story to everyday life
· G.4.5 To describe the characters accurately from the novel
· G.4.6 To value and appreciate the different characters while building group interaction through discussion topics
· G.5.1 To apply the novel to literature today
· G.5.2 To synthesize how Steinbeck influenced the literature of the 1930’s
· G.5.3 To identify how the novel has influenced other literature during the 1930’s
Objectives (include a numbering system)
· O.1.1 Students will describe what it was like to live in the 1930’s.
· O.2.1 Students will validate the different dialect of the 1930’s.
· O.2.2 Students will comprehend a basic history of Steinbeck’s writings.
· O.3.1 Students will relate modern day stories, poems, and lyrics to the novel.
· O.3.2 Students will connect Steinbeck’s writing to modern day writing.
· O.4.1 Students will learn different literary elements of the novel.
· O.4.2 Students will analyze different characters of the novel.
· O.4.3 Students will compare different issues surrounding the novel and the correlating the 1930’s.
· O.5.1 Students will identify how the novel has affected future literature.
· O.5.2. Students will discover the affects of the novel on the literature of the 1930’s.
Standards Addressed
Professional Organization Standards (use existing numbering system otherwise create a numbering system if needed)
SD K-12 Content Standards (use its current numbering system)
· 11. R.2.1 Students can analyze how diction affects the interpretation of text.
· 11. R.2.2 Students can read fluently to comprehend grade-level text.
· 11. R.3.1 Students can analyze and explain literary devices within text.
· 11. R.4.1 Students can analyze a text within cultural, geographical, and historical context.
NCTE Content Standards
· Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
· Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Overview of the Instructional Progression of the Unit (these are your lesson summaries - copy and paste your paragraphs - then make them flow)
Plan for Diagnostic, Formative, and Summative Assessment (matches the assessments with the goals and objectives)
Explanation of How the Unit Fits into a Larger Course of Study (a paragraph)
Lessons
Lesson 1:
NAME OF COURSE / CLASS: English/ Junior (11th)
UNIT TITLE: The Dirty Thirties
: History of the 1930’s
ANTICIPATED INSTRUCTIONAL TIME: 2, 40 minute periods (Lesson 1 of 5).
ENDURING UNDERSTANDING: The students should take away knowledge about this specific time period, and be able to relate this period to other time periods, both past, future, and present.
RATIONALE: This information makes it easier for the students to relate to the characters and issues in Of Mice and Men.
GOALS OF THE LESSON:
· G.1.1 To recognize the 1930’s in context
· G.1.2 To value facets of the 1930’s
· G.1.3 To evaluate the importance of the 1930’s on literature then and now
LITERARY OBJECTIVES OF THE LESSON:
· O.1.1 Students will describe what it was like to live in the 1930’s.
MULTIPLE REPRESENTATIONS (TOOLS):
· A PowerPoint will be used to help the students view pictures of items from the 1930’s. The PowerPoint will also lay out notes surrounding issues of the 1930’s for the students to refer back to while they read Of Mice and Men.
· Here is the PowerPoint:
o You can view the PowerPoint attached to the back.
RESEARCH & BEST PRACTICES:
1. Richards, Janet C. (2006) “Question, Connect, Transform (QCT): A Strategy to Help Middle School Students Engage Critically with Historical Fiction”. Reading & Writing Quarterly. (ERIC Document)
· This article focuses on ways that students can better understand the issues they read in literature. It states that students should recognize and make connections between their lives and the lives of the characters they read. Students also are pushed to explore the text and discover what the author’s feelings and reflect on how it impacts society.
2. Daniels, David N. (1971) “Curriculum on Conflict: Some Suggestions”.
· This article allows ideas of how to go about talking and discovering issues. It focuses on identifying the issues as an entire class, in smaller groups, and individually. This method allows the students to work together to come up with ideas on the issues, actively participate in the class, and motivate them to care about what they read.
SD K-12 CONTENT STANDARDS:
· 11. R.4.1 Students can analyze a text within cultural, geographical, and historical context.
· 11. R.5.1 Students can analyze factors that influence the credibility of informational sources.
NCTE EXPECTATIONS:
· Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
SESSION-RELATED QUESTIONS:
1. Compared to what we do for fun, what did people in the 1930’s participate in for activities?
2. What was a typical day for a high school student like in the 1930’s?
3. How did the dust bowl get started in the Midwest? What was the cause of this?
IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES:
· The students should journal every day. The journal entries should include what they learned, what they have questions about, what they enjoyed from the lessons, and personal relatable experiences.
INSTRUCTOR MATERIALS:
· PowerPoint
· Instructional Notes
· SmartBoard/computer/overhead projection for the PowerPoint to be displayed
PARTICIPANT MATERIALS:
· Journal
· Notebook
· Pencil/pen
· Of Mice and Men, the novel
TEACHING NOTES / LESSON SCRIPT / PROCEDURES:
· The students will be taught different information about the 1930’s. The students will comprehend information about the fashion, music, literature, and issues correlating with this time period. They will also receive background information about Steinbeck, and the novel Of Mice and Men.
· Students will be given a brief introduction to the 1930’s…10 minutes.
o This will be information about why the 1930’s were called the “Dirty Thirties”.
· Students will receive information about the fashion, music, and literature during the 1930’s…30 minutes. (END OF FIRST PERIOD).
· SECOND PERIOD:
· Students will evaluate Steinbeck and his works…20 minutes.
· Students will discuss and compare Steinbeck’s works to other authors of the time period…20 minutes.
· SEE APPENDIX A FOR LESSON SCRIPT
ASSESSMENT / HOMEWORK:
· For this lesson, the best assessment would be to evaluate the students’ journal entries.
· The students will be given a participation grade for the two journal entries that cover the two periods.
REFLECTION / REVISION:
· This lesson plan will be an ongoing process for the teacher to reflect upon. The teacher should reflect upon the students’ applications of this knowledge throughout the remaining lessons.
REFERENCES:
· Kyvig, David E. (2002) “Daily Life in the United States, 1920-1940: How Americans Lived Through the Roaring Twenties and the Great Depression”. Ivan R. Dee.
· Benson, Jackson J. (1984) “John Steinbeck, Writer: A Biography”. Penguin Books, LTD.
APPENDICES:
: Lesson Script (long version)
Period 1
· Begin with a brief introduction of the 1930’s. Make sure to include the topic of the “Dirty Thirties”.
· Continue the discussion by presenting information about the fashion, music, literature, and issues of the 1930’s.
o Discuss both rural and city clothing
o Discuss jazz, folk, and big band music.
o Discuss different authors of the 1930’s.
o Discuss the dust bowl, FDR’s assassination attempt, and a brief overview of WWII.
· It is important to reference the PowerPoint during this presentation, as the pictures and bullet points will be referred back to throughout the unit.
Period 2
· Introduce the different authors that will be discussed during this period. Make sure to include the background history and works of each author.
· Then, introduce John Steinbeck, and provide information about his background history, and his works.
· Have the students break into small groups and discuss the similarities and differences between the authors and Steinbeck.
· The students should then discuss their theses with the class.
Appendix B: Instructor Materials
· The instructor should have on hand different works of different authors during the 1930’s. This can be used at your discretion, as to how you want to compare or contrast certain authors to Steinbeck. For example, works by William Faulkner.
Appendix C: Participant Materials
· Students will need a notebook, college ruled with at least 100 pages.
· Students will need a separate notebook for their journal entries, college ruled with at least 100 pages.
Appendix D: Assignment/Homework
· Students will continue to be evaluated from this lesson by their application of the knowledge during the unit.
· Students will be assigned to complete a journal entry (2 pages long) every day of the unit.
Lesson 2
English/ Junior (11th)
UNIT TITLE: The Dirty Thirties
LESSON TITLE: Language and Dialect of the 1930’s using newspaper article (Lesson 2 of 5).
ANTICIPATED INSTRUCTIONAL TIME: 1, 40 minute period and 1 20 minute period
ENDURING UNDERSTANDING: The students will comprehend and analyze new language and dialects, and will be able to apply these findings to future communications with others. Furthermore, the students can analyze a newspaper article from a long time ago, and apply the concepts to today’s newspapers.
RATIONALE: It is important that the students absorb this information so that they can properly digest Steinbeck’s writing style, for when they read Of Mice and Men. In addition, the students will be able to assess the differences between a journalist and an author during this time period, allowing for easier assessment of, Of Mice and Men.
GOALS OF THE LESSON:
· G.2.1 To analyze and comprehend diction of the 1930’s
· G.2.2 To be aware of different regions of dialect
· G.2.3 To evaluate why Steinbeck wrote in the syntax
· G.2.4 To analyze how journalists differed in their writing from Steinbeck
LITERARY OBJECTIVES OF THE LESSON:
· O.2.1 Students will validate the different dialect of the 1930’s.
· O.2.2 Students will comprehend a basic history of Steinbeck’s writings.
MULTIPLE REPRESENTATIONS (TOOLS):
· Newspaper articles from the 1930’s.
RESEARCH & BEST PRACTICES:
1. Karson, Jill. (1998) “Readings on Of Mice and Men (John Steinbeck)
· This is a collection of essays that is used to help students comprehend the things that they read. It also has notes on the author and his biases. Using these articles will allow the students and teacher to better understand the background of the book and the dialect that goes with it.
2. Evertts, Eldonna L. (1967) “Dimensions of Dialect”.
· This article focuses on the problems with dialect and how to overcome these issues. It will help the teacher better explain the use of dialect and the problems that can arise within the novel itself. This article will also be used by the students as a resource.
SD K-12 CONTENT STANDARDS:
· 11. R.2.1 Students can analyze how diction affects the interpretation of text.
· 11. R.4.1 Students can analyze a text within cultural, geographical, and historical context.
NCTE EXPECTATIONS:
· Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
· Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
· Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
SESSION-RELATED QUESTIONS:
1. Why has dialect changed so dramatically from the 1930’s to today?
2. Why do journalists and authors have such different writing styles?
3. Why are newspapers laid out so differently today, then they were in the 1930’s?
IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES:
· The students should journal every day. The journal entries should include what they learned, what they have questions about, what they enjoyed from the lessons, and personal relatable experiences.
INSTRUCTOR MATERIALS:
· Teacher should provide a resource to view newspapers from the 1930’s
· Instructional notes
PARTICIPANT MATERIALS:
· Students must bring the novel, Of Mice and Men to every class.
· Paper for notes
· Journal
TEACHING NOTES / LESSON SCRIPT / PROCEDURES:
The students will view and analyze numerous different newspapers and articles. In doing so, the students will have a better understanding of why Steinbeck wrote in the syntax that he did. Furthermore, the students will be able to interpret differences between writings of a journalist and writings of an author. This lesson will help the students to understand the novel easier, when it comes to their literature circles.
FIRST PERIOD:
· An introduction of dialect should be provided to the students…10 minutes.
· The students will analyze different papers…20 minutes.
· The students will read selected passages from Of Mice and Men…10 minutes.
SECOND PERIOD:
· The students will analyze the differences between Steinbeck’s writing and journalistic writing. The students will also discuss diction from the 1930’s and today, and will evaluate the syntax of the two types of print…20 minutes
SEE APPENDIX A
ASSESSMENT / HOMEWORK:
· The students will be assessed by how well they discovered distinctions between dialect of today and the 1930’s.
· The students will also be assessed by how well they can interpret Steinbeck’s diction.
· The students will continue their journal entries.
REFLECTION / REVISION:
· This lesson plan will be an ongoing process for the teacher to reflect upon. The teacher should reflect upon the students’ applications of this knowledge throughout the remaining lessons.
REFERENCES:
· Herman, Lewis. (1997) “American Dialects: A Manual for Actors, Directors, and Writers”. Routledge Publishing.
· Ruby Lane. (2009). 1930’s newspaper articles/photographer Herman Hesse.
Retrieved March 30, 2009, from Kit Barry Ephermera & Supplies.
Web site: http://www.rubylane.com/shops/kitbarry/item/0949
APPENDICES:
Appendix A: Lesson Script (long version)
Period One:
· Begin the lesson by introducing dialect to the students. A definition of dialect and syntax should be provided for the students.
· Provide the students with different newspapers and newspaper articles from the 1930’s.
· Then have the students read selected passages from Of Mice and Men.
o These passages should be pre-selected by the instructor; around 10 different passages.
Period Two:
· The students will analyze the differences between Steinbeck’s writing and journalistic writing. The students will also discuss diction from the 1930’s and today, and will evaluate the syntax of the two types of print.
Appendix B: Instructor Materials
· The instructor should have information on hand about different types of dialect during the 1930’s.
· The instructor should have available different newspaper articles of the 1930’s.
Appendix C: Participant Materials
· The novel Of Mice and Men
· Students will need a notebook, college ruled with at least 100 pages.
· Students will need a separate notebook for their journal entries, college ruled with at least 100 pages.
Appendix D: Assignment/Homework
· Students will continue to be evaluated from this lesson by their application of the knowledge during the unit.
· Students will be assigned to complete a journal entry (2 pages long) every day of the unit.
Lesson 3
NAME OF COURSE / CLASS: English/ Junior (11th)
UNIT TITLE: The Dirty Thirties
: Pairing modern day works with works from the ‘30’s (Lesson 3 of 5).
ANTICIPATED INSTRUCTIONAL TIME: 2, 40 minute periods
RATIONALE: The importance of this lesson is to compare and contrast the differences between writing of today and how people wrote in the 1930’s. The short stories, poems, and other writings chosen will achieve the objectives by allowing the students to see the differences between the two.
GOALS OF THE LESSON:
· G.3.1 To relate similar modern day writing to previous texts
· G.3.2 To make a connection between Steinbeck and other literature of the time
· LITERARY OBJECTIVES OF THE LESSON:
· O.3.1 Students will relate modern day stories, poems, and lyrics to the novel.
· O.3.2 Students will connect Steinbeck’s writing to modern day writing.
SD K-12 CONTENT STANDARDS:
· 11. R.2.2 Students can read fluently to comprehend grade-level text.
NCTE EXPECTATIONS:
· Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
· Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
· Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
· Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
INSTRUCTOR/ PARTICIPANT MATERIALS:
· Poem comparison (1930’s v. modern): 1 per group of 3 students
· Essay comparison(1930’s v. modern): 1 per group
· Short Story comparison(1930’s v. modern): 1 per group
· We will also use a transparency/word document of each of these for the overhead/SMART board to show how they differ.
· The students will use these materials in class and will not need anything individual
PROCEDURE:
1) Students will break into groups of 2-3 and read through the selected poems, short stories, and essays
2) Using a chart, students will then write down the differences and similarities between these two works.
ASSESSMENT / HOMEWORK: The assessment for this particular lesson will be group homework. The students will highlight and comment on the differences between the two works; individually the students will write in their journals about how these seemed different to them personally and what they thought about the differences and similarities. The students will continue their journal entries, as well.
Lesson 4
NAME OF COURSE / CLASS: English/ Junior (11th)
UNIT TITLE: The Dirty Thirties
LESSON TITLE: Read and comprehend Of Mice and Men (Lesson 4 of 5).
ANTICIPATED INSTRUCTIONAL TIME: 6, 50 minute class periods
RATIONALE: The importance of the novel itself is to allow the students to read to their grade level standards and comprehend what they read. The methods used will allow the students to comprehend and embrace the issues of the novel. The instruction will also help to show students the reasoning behind the writing and its overall purpose.
GOALS OF THE LESSON:
· G.4.1 To internalize the issues presented in the novel
· G.4.2 To communicate the basic literary elements of the novel
· G.4.3 To respond to Steinbeck and his reasoning behind the novel
· G.4.4 To relate the events of the story to everyday life
· G.4.5 To describe the characters accurately from the novel
· G.4.6 To value and appreciate the different characters while building group interaction through discussion topics
LITERARY OBJECTIVES OF THE LESSON:
· O.4.1 Students will learn different literary elements of the novel.
· O.4.2 Students will analyze different characters of the novel.
· O.4.3 Students will compare different issues surrounding the novel and the correlating the 1930’s.
SD K-12 CONTENT STANDARDS:
· 11. R.1.1 Students can apply cause and effect clues to extend vocabulary.
· 11. R.2.2 Students can read fluently to comprehend grade-level text.
· 11. R.3.1 Students can analyze and explain literary devices within text.
· 11. R.5.1 Students can analyze factors that influence the credibility of informational sources.
NCTE EXPECTATIONS:
· Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
· Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
· Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
INSTRUCTOR MATERIALS:
· Of Mice and Men
· Notes on characters, plot, literary elements
· Questions about what issues the students thought came up in the book itself
PARTICIPANT MATERIALS:
· Of Mice and Men
· Journal for the unit
PROCEDURE:
Period 1
· Students will read chapters assigned in a literature circle. The students will be assigned their first duties, groups of four. The jobs will be: reporter, artist, questionnaire, relater to other authors compared to Steinbeck.
· The students will come to class with questions/comments about the reading.
· In class, we will review the literary elements found in the book so far and talk extensively about how they help/hurt the novel itself.
Period 2
· Students will read chapters assigned in a literature circle. The students will rotate jobs
· Start off class period by writing in their journals about elements they see and thoughts they have on the novel thus far.
· As a class, we will discuss the reasoning’s Steinbeck had in writing the novel, important issues that are discussed in the novel.
· The students will then break into respective groups and begin working on reader’s theatre planning.
Period 3
· Students will continue to read chapters assigned in a literature circle.
· We will discuss parts of the novel that are confusing for the students to understand and work through that struggle.
· As a class, we will discuss the characters in this novel and the issues they have.
· The students will break into groups and come up with a list of ways that they relate to certain characters.
Period 4
· We will wrap up any questions and concerns about the novel.
· There will be a final test covering the content of the novel and information about the 1930’s.
Period 5
· The groups will present their reader’s theatre to the class.
· We will begin to watch the movie Of Mice and Men.
Period 6
· We will finish watching the movie.
ASSESSMENT / HOMEWORK:
· Readers Theatre
· Reading Comprehension Quizzes
· Characters Analysis (Who would I be? Why?)
· Journal entries
Lesson 5
NAME OF COURSE / CLASS: English/ Junior (11th)
UNIT TITLE: The Dirty Thirties
LESSON TITLE: Discover the effects of the book on the country, political views, and people as a whole (future) (Lesson 5 of 5).
ANTICIPATED INSTRUCTIONAL TIME: 1, 50 minute period and 1, 25 minute period
RATIONALE: Discovering the effects that this book has had on society allows students to apply this book to their everyday lives. It also helps the students identify with the book and the characters on a more personal basis. This method of instruction will also help to answer the question “Why do we have to read this?”
GOALS OF THE LESSON:
· G.5.1 To apply the novel to literature today
· G.5.2 To synthesize how Steinbeck influenced the literature of the 1930’s
· G.5.3 To identify how the novel has influenced other literature during the 1930’s
LITERARY OBJECTIVES OF THE LESSON:
· O.5.1 Students will identify how the novel has affected future literature.
· O.5.2. Students will discover the affects of the novel on the literature of the 1930’s.
SD K-12 CONTENT STANDARDS:
· 11. R.1.1 Students can apply cause and effect clues to extend vocabulary.
· 11. R.5.1 Students can analyze factors that influence the credibility of informational sources.
NCTE EXPECTATIONS:
· Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
· Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
INSTRUCTOR MATERIALS:
· Internet materials
· Questions for students to answer in order to see how this could have effected them
· Of Mice and Men
PARTICIPANT MATERIALS:
· Internet/ Articles
· Journals
· Of Mice and Men
PROCEDURE:
1. Discuss and wrap up the novel; keying in on important parts.
2. Have the students get into their respective groups and discuss how the novel affected them personally and as a group.
3. In groups, have students search the web, articles, and books about Steinbeck and his effect on literature.
4. Have students outline the important information that was found and discussed.
5. Assign the 2 page paper.
ASSESSMENT / HOMEWORK: The students will write a 2 page paper describing how Steinbeck effected literature overall. In this paper they will write about research that proves these effects, how the novel effected them individually, and in literature overall. Students will also describe why Steinbeck was such an important part of literature during his time and now.